Histopathological evaluation of root canal filling materials for primary teeth

This study aimed to assess the response of apical and periapical tissues of dogs¿ teeth after root canal filling with different materials. Forty roots from dogs¿ premolars were prepared biomechanically and assigned to 4 groups filled with: Group I: commercial calcium hydroxide and polyethylene glycol-based paste (Calen®) thickened with zinc oxide; Group II: paste composed of iodoform, Rifocort® and camphorated amonochlorophenol; Group III: zinc oxide-eugenol cement; Group IV: sterile saline. After 30 days, the samples were subjected to histological processing. The histopathological findings revealed that in Groups I and IV the apical and periapical regions exhibited normal appearance, with large number of fibers and cells and no resorption of mineralized tissues. In Group II, mild inflammatory infiltrate and mild edema were observed, with discrete fibrogenesis and bone resorption. Group III showed altered periapical region and thickened periodontal ligament with presence of inflammatory cells and edema. It may be concluded that the Calen paste thickened with zinc oxide yielded the best tissue response, being the most indicated material for root canal filling of primary teeth with pulp vitality

Chairside teaching and the perceptions of dental teachers in the UK

This study outlines how dental tutors at the chairside view their teaching and describes what are considered important current issues, requirements and recommendations for good chairside teaching practice. A qualitative analysis was undertaken of stakeholder perceptions of chairside teaching from both a single dental school study and a UK wide evaluation workshop. The evaluation of good chairside teaching showed that training requirements might be quite different for different stakeholders in chairside teaching. Further, this evaluation process may serve as a process model for institutional change for improvements in chairside teaching. This article is the second of a series of three and evaluates chairside teaching on a UK wide scale. The first, investigated the perceptions of stakeholders of chairside teaching at a single dental school. The third provides educational tools to encourage collaboration and sharing good chairside teaching practice. A further accompanying article reviews some of the educational methodology and innovations in teaching and learning that may be applied to dentistry

Preparing dental students for careers as independent dental professionals: clinical audit and community-based clinical teaching

Community-based clinical teaching programmes are now an established feature of most UK dental school training programmes. Appropriately implemented, they enhance the educational achievements and competences achieved by dental students within the earlier part of their developing careers, while helping students to traverse the often-difficult transition between dental school and vocational/foundation training and independent practice. Dental school programmes have often been criticised for 'lagging behind' developments in general dental practice - an important example being the so-called 'business of dentistry', including clinical audit. As readers will be aware, clinical audit is an essential component of UK dental practice, with the aims of improving the quality of clinical care and optimising patient safety. The aim of this paper is to highlight how training in clinical audit has been successfully embedded in the community-based clinical teaching programme at Cardiff